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Continuously secreted by all cell types, extracellular vesicles (EVs) are small membrane‐bound structures which shuttle bioactive cargo between cells across their external environment. Their central role as natural molecular messengers and ability to cross biological barriers has garnered significant attention in the use of EVs as therapeutic delivery vehicles. Still, harnessing the potential of EVs is faced with many obstacles. A cell line engineering approach can be used to exploit EVs to encapsulate a bespoke cargo of interest. However, full details regarding native EV‐loading mechanisms remain under debate, making this a challenge. While Chinese hamster ovary (CHO) cells are well known to be the preferred host for recombinant therapeutic protein production, their application as an EV producer cell host has been largely overlooked. In this study, we engineered CHO DG44 cells to produce custom EVs with bespoke cargo. To this end, genetic constructs employing split green fluorescent protein technology were designed for tagging both CD81 and protein cargoes to enable EV loading via self‐assembling activity. To demonstrate this, NanoLuc and mCherry were used as model reporter cargoes to validate engineered loading into EVs. Experimental findings indicated that our custom EV approach produced vesicles with up to 15‐fold greater cargo compared with commonly used passive loading strategies. When applied to recipient cells, we observed a dose‐dependent increase in cargo activity, suggesting successful delivery of engineered cargo via our custom CHO EVs. [ABSTRACT FROM AUTHOR]

The measurement of deprivation for small areas in the UK has provided the basis for the development of policies and targeting of resources aimed at reducing spatial inequalities. Most measures summarise the aggregate level of deprivation across all people in a given area, and no account is taken of differences between people with differing characteristics, such as age, sex or ethnic group. In recognition of the marked inequalities between ethnic groups in the UK, and the distinctive geographies of these inequalities, this paper presents a new ethnic group‐specific neighbourhood deprivation measure—the Ethnic Group Deprivation Index (EGDI). This index, using a custom cross‐tabulated 2021 Census dataset on employment, housing tenure, education and health by ethnic group, reveals the small area geographies of ethnic inequalities that have to date received scant attention, and yet have profound impacts on life chances and well‐being. Drawing on the methodological framework of the widely used English Index of Multiple Deprivation (IMD) and for the same geographies (Lower Layer Super Output Areas), the EGDI measures deprivation for each ethnic group using data from the 2021 Census of England and Wales. The EGDI reveals the complex geographies of ethnic inequality and demonstrates that while one ethnic group in a neighbourhood may have high relative levels of deprivation, another ethnic group in that same neighbourhood may experience very low relative levels. The EGDI explores ethnic inequalities within and between neighbourhoods, complementing and augmenting existing measures by offering an important means of better understanding ethnic inequalities. The EGDI can be used to help shape locally and culturally sensitive policy development and resource allocation. [ABSTRACT FROM AUTHOR]

Robert Burns Eleazer (1877-1973), a liberal white Methodist from Tennessee, served as the education director and director of publicity of the Atlanta-based Commission on Interracial Cooperation (CIC) from 1922 to 1942. As education director, he developed a strategy for improving race relations which entailed offering prizes to young people in the southern states for essays on racial minorities in American life and culture. Eleazer's role as the CIC's director of publicity meant constant communication with regional and national journals about lynching and its prevention, poverty, migration, policing, and justice in the courts. He also attempted to radically alter the social studies and civics curriculum in southern education. This article attempts to shed light on the CIC's education work and Eleazer's role and motives in devising and distributing his programs. It also shows how a regional effort to alter the outlook of a new generation concerning respect and human equality predated the intercultural education movement's attempts to do this on a larger scale after 1940 (Halvorsen and Mirel 2013). As such, it offers insights into a possible legacy of the interracial cooperation movement that followed World War I, to the civil rights movement that followed World War II.

In this study, we present quantitative findings on the effects of English-Spanish dual language immersion on student achievement in science and mathematics in grades 3, 4, and 5. The research aims to present empirical evidence documenting the impact of dual language immersion, reveal analytical techniques utilizing nonparametric measure of similar and comparative analysis, and discuss the benefits and common misconceptions associated with dual language immersion as well as implications for serving disadvantaged students and their success in STEM education.

Streptococcus pneumoniae (pneumococcus) causes a spectrum of disease ranging from mild respiratory infections to severe disease, including meningitis, sepsis, and pneumonia (1). Invasive pneumococcal disease (IPD) occurs when pneumococcus invades [...]

This study offers insights from an initial pilot of a co-teaching model for mathematics teacher preparation developed both to support experienced teachers in shifting their practice toward the vision set forth by NCTM and the Common Core State Standards for Mathematics (National Governors Association, 2010; NCTM, 2000, 2009) and to provide opportunities for preservice teachers of mathematics to gain experience with teaching practices better aligned with the new standards. Co-teaching is emerging as an alternative to the traditional student teaching experience, in which teacher candidates gradually assume full responsibility for instruction, assessment, and management in their field placement settings, a model that has not changed significantly in more than 50 years (Bullough et al., 2003). Based on effective practices in special education (Cook & Friend, 1995), co-teaching involves two teachers sharing the planning, teaching, and assessment of groups of students in the same physical space. In the context of special education, the two teachers are a general educator and special educator. Much has been written about these co-teaching partnerships and the benefits for students with special needs who are served in general education classrooms, and it is not uncommon to see a special educator working alongside a general educator in elementary and secondary classrooms, including mathematics classrooms. In the context of teacher preparation, the co-teachers are a teacher candidate and the cooperating teacher. In this model, the teacher candidate is involved in teaching from the first day in the classroom, and the cooperating teacher maintains a high level of involvement throughout the experience. In this article, the authors report on the use of a co-teaching model developed and implemented specifically in foundational level mathematics courses in high-need schools.

Conventional explanations of neighbourhood ethnic transitions consider what drives differential growth in ethnic group populations without regard to household composition. We enrich these nonhousehold approaches by using consistent Census data on neighbourhoods and households for England and Wales for 2001, 2011 and 2021 to analyse connections between mixed‐ethnicity households and neighbourhood ethnic diversity. We employ a neighbourhood typology of ethnic diversity that identifies neighbourhoods as either low‐ or moderate‐diversity, or high‐diversity, where no single ethnic group is in the majority. We focus particularly on White‐majority and highly diverse neighbourhoods given the dominance of the former in residential spaces in England and Wales, and because they are the principal source of transitions to highly diverse neighbourhoods. Mixed‐ethnicity households have become an increasingly important feature of the ethnic diversification of England and Wales; by 2021, almost 15% of multiperson households were mixed, a growth from 12% in 2011 and 9% in 2001. We find that higher levels of neighbourhood ethnic diversity are associated with higher shares of mixed‐ethnicity households. In high‐diversity neighbourhoods, for example, around 30% of multiperson households (nearly a quarter of a million households) were ethnically mixed in 2021. Levels of household mixing in moderate‐diversity White neighbourhoods were considerably higher than in low‐diversity White neighbourhoods. The same is found for diversifying neighbourhoods. Neighbourhoods that become more ethnically diverse were typically home to higher rates of mixed‐ethnicity households. Stably moderately diverse White neighbourhoods also had a higher proportion of mixed households. Studies of neighbourhood transition that focus on individuals in neighbourhoods may be missing important processes operating in the intimate spaces of the home. Including this intermediate scale of analysis adds to our understanding of neighbourhood ethnic mixing and processes of integration. [ABSTRACT FROM AUTHOR]

Problem solving tasks offer valuable opportunities to strengthen prospective elementary teachers' knowledge of and disposition toward mathematics, providing them with new experiences doing mathematics. Mathematics educators can influence future instruction by modeling effective pedagogical strategies that engage students in making sense of processes of mathematical reasoning. What follows is a description of a well-designed task and the role played by one mathematics educator in engaging prospective teachers in processes of mathematical reasoning. It is hoped that this description can shed light on some general ideas about the design and implementation of problem solving tasks in courses for future elementary teachers. (Contains 2 figures.)

In this article, we argue that the debates about mathematics education that have arisen in the United States over the past decade are the result of a major shift in how we conceptualize mathematical knowledge and mathematics learning. First, we examine past efforts to change mathematics education and argue they are grounded in a common traditional paradigm. Next, we describe the emergence of a new paradigm that has grown out of a coalescence of theories from cognitive psychology, an awareness of the importance of culture to learning, and the belief that all students can and should learn meaningful mathematics. Reforms grounded in the new paradigm have the potential to dramatically alter the way in which students--as well as which students--experience success in school mathematics. We discuss some implications of these reforms related to how mathematics educators might work with teachers of mathematics.

We used a unique combination of techniques to sequence the first complete chloroplast genome of a lycophyte, Huperzia lucidula. This plant belongs to a significant clade hypothesized to represent the sister group to all other vascular plants. We used fluorescence-activated cell sorting (FACS) to isolate the organelles, rolling circle amplification (RCA) to amplify the genome, and shotgun sequencing to 8x depth coverage to obtain the complete chloroplast genome sequence. The genome is 154,373 bp, containing inverted repeats of 15,314 bp each, a large single-copy region of 104,088 bp, and a small single-copy region of 19,671 bp. Gene order is more similar to those of mosses, liverworts, and hornworts than to gene order for other vascular plants. For example, the Huperzia chloroplast genome possesses the bryophyte gene order for a previously characterized 30 kb inversion, thus supporting the hypothesis that lycophytes are sister to all other extant vascular plants. The lycophyte chloroplast genome data also enable a better reconstruction of the basal tracheophyte genome, which is useful for inferring relationships among bryophyte lineages. Several unique characters are observed in Huperzia, such as movement of the gene ndhF from the small single copy region into the inverted repeat. We present several analyses of evolutionary relationships among land plants by using nucleotide data, amino acid sequences, and by comparing gene arrangements from chloroplast genomes. The results, while still tentative pending the large number of chloroplast genomes from other key lineages that are soon to be sequenced, are intriguing in themselves, and contribute to a growing comparative database of genomic and morphological data across the green plants.